Publication Guidelines for Special Education Journals

Joyce, Bonnie G.; Joyce, James H.

doi:10.1177/088840649001300107

Cited by 12 publications

(3 citation statements)

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“…For example, Joyce and Joyce (1990) reviewed information about 39 journals focused on general education, special education, and related topics and highlighted the most common article types, content, and foci as well as stylistic requirements and description of the review process for each journal. However, no summary of patterns within and across journals was provided.…”

Section: Studymentioning

confidence: 99%

An overview and analysis of journal operations, journal publication patterns, and journal impact in school psychology and related fields

Floyd

Cooley

Arnett

et al. 2011

Journal of School Psychology

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Section: Studymentioning

confidence: 99%

An overview and analysis of journal operations, journal publication patterns, and journal impact in school psychology and related fields

Floyd

Cooley

Arnett

et al. 2011

Journal of School Psychology

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“…education, various facets of professional journals have been studied to gain insight about publishing opportunities (Joyce & Joyce, 1990), characteristics of the literature (Black, 1974;Summers, 1986;Torgeson & Dice, 1980;Vockell & Asher, 1972), rankings of professional journals (Garrett & McLoughlin, 1995, Swanson & Alford, 1987, quality of published works (Garrett & McLoughlin, 1995), and the impact of published works as represented through citation analysis (Swanson & Alford, 1987;Vockel & Jacobson, 1983). Surprisingly, while some attention has been devoted to the scholarly use of the Web (Henry, 2002;Nachmias, & Gilad, 2002;Spinellis, 2003), generally little is known about how scholars and practitioners rely on the Web as a source of information for current awareness and professional decisionmaking.…”

Section: Journal Of Special Education Technologymentioning

confidence: 99%

2003 in Review: A Synthesis of the Special Education Technology Literature

Edyburn

2004

J Spec Educ Technol

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The professional literature continues to be an essential resource for scholars and practioners for filtering and highlighting new advances in research and practice. However, the ongoing challenges associated with too much information, inadequate tools for managing information overload, and too little time for professional development demand that new approaches to literature analysis and synthesis be explored. The purpose of this study was to examine recent additions to the extant knowledge base in special education technology using a methodology known as the comprehensive one-year research synthesis. Two questions guided the inquiry: How widely scattered is the literature on special education technology? and What have we learned lately? The table of contents from each issue of 31 journals in special education technology (n=5), special education (n=17), and educational technology (n=9) published in 2003 were studied. The procedures yielded a corpus of 814 articles of which 224 articles (28%) were judged relevant for this review as contributing to the emerging knowledge base on special education technology research and practice. Analysis of the literature scatter revealed relevant literature could be found in 30 journals but that a core set of 11 journals contributed 70% of the relevant articles. Content analysis of the relevant articles revealed a number of dominant themes in the literature during 2003: assistive technology, implementation issues, instructional design, instructional strategies, outcomes of technology, professional development, reading and technology, and technology integration. The limitations of the comprehensive one-year research synthesis methodology are discussed along with the new importance this tool may have in filling the void created by the recent restructuring of the ERIC system.

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“…This knowledge has been traditionally acquired through reading and studying professional journals. In support of scholarship in special education, various facets of professional journals have been studied to gain insight about publishing opportunities (Joyce & Joyce, 1990), characteristics of the literature (Black, 1974;Summers, 1986;Torgeson & Dice, 1980;Vockell & Asher, 1972), rankings of professional journals (Garrett & McLoughlin, 1995, Swanson & Alford, 1987, quality of published works (Garrett & McLoughlin, 1995), and the impact of published works as represented through citation analysis (Swanson & Alford, 1987;Vockel & Jacobson, 1983). Surprisingly, while some attention has been devoted to the scholarly use of the Web (Henry, 2002;Spinellis, 2003), generally little is known about how scholars and practitioners rely on the Web as a source of information for current awareness and professional decisionmaking.…”

Section: Traditional Tools Of Scholarshipmentioning

confidence: 99%

2002 in Review: A Synthesis of the Special Education Technology Literature

Edyburn

2003

J Spec Educ Technol

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Both scholars and practitioners struggle with the concomitant problems of too much information, inadequate tools for managing information overload, and too little time for professional development. As a result, professionals routinely lament how difficult it is to stay current within their discipline. The purpose of this study was to examine recent additions to the extant knowledge base in special education technology using a methodology known as the comprehensive one-year research synthesis. Two questions guided the inquiry: How widely scattered is the literature on special education technology? and What have we learned lately? The table of contents from each issue of 31 journals in special education technology (n = 5), special education (n = 17), and educational technology (n = 9) published in 2002 were studied. The procedures yielded a corpus of 833 articles of which 221 articles (27%) were judged relevant for this review as contributing to the emerging knowledge base on special education technology research and practice. Analysis of the literature scatter revealed relevant literature could be found in 28 journals but that a core set of 8 journals contributed 58% of the relevant articles. Content analysis of the relevant articles revealed a number of dominant themes in the literature during 2002: alternative and augmentative communication (AAC), assistive technology, instructional design, instructional strategies, multimedia, preservice teacher education, staff development, and technology integration. The major attributes of the comprehensive one-year research synthesis approach are that it simultaneously addresses the problem of information overload and provides a new tool for accessing the knowledge base. Limitations of the one-year research synthesis methodology are discussed along with the implications of this work for future research, development, and practice.

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Publication Guidelines for Special Education Journals

Cited by 12 publications

References 0 publications

An overview and analysis of journal operations, journal publication patterns, and journal impact in school psychology and related fields

An overview and analysis of journal operations, journal publication patterns, and journal impact in school psychology and related fields

2003 in Review: A Synthesis of the Special Education Technology Literature

2002 in Review: A Synthesis of the Special Education Technology Literature

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